Yue Fu

Advanced AI technologies are increasingly integrated into clinical domains to advance patient care. The design and development of clinical AI technologies necessitate seamless collaboration between clinical and technical experts. However, such interdisciplinary teams are often unsuccessful, with a lack of systematic analysis of collaboration barriers and coping strategies. This work examines two clinical AI collaborations in the context of speech-language pathology via semi-structured interviews with six clinical and seven technical experts. Using Activity Theory (AT) as our analytical lens, we examine persistent knowledge gaps and collaboration tensions across clinical and technical workflows, and show how clinical data can function as boundary objects while interdisciplinary collaborators may act as knowledge brokers to help address these challenges. Our findings contribute to CSCW research on interdisciplinary teams’ data work by showing how shared clinical data, boundary objects, and broker roles shape coordination in early-stage clinical AI collaboration, and by providing insights into best practices for future collaboration.

Large language models (LLMs) have been increasingly adopted to support patients’ healthcare-seeking in recent years. While prior patient-centered studies have examined the capabilities and experience of LLM-based tools in specific health-related tasks such as information-seeking, diagnosis, or decision-supporting, the inherently longitudinal nature of healthcare in real-world practice has been underexplored. This paper presents a four-week diary study with 25 patients to examine LLMs’ roles across healthcare-seeking trajectories. Our analysis reveals that patients integrate LLMs not just as simple decision-support tools, but as dynamic companions that scaffold their journey across behavioral, informational, emotional, and cognitive levels. Meanwhile, patients actively assign diverse socio-technical meanings to LLMs, altering the traditional dynamics of agency, trust, and power in patient-provider relationships. Drawing from these findings, we conceptualize future LLMs as a longitudinal boundary companion that continuously mediates between patients and clinicians throughout longitudinal healthcare-seeking trajectories.

Building on the first Tools for Thought (TfT) workshop at CHI 2025, we invite researchers, designers, and practitioners to further operationalise approaches for the design, usage, and evaluation of Generative Artificial Intelligence (GenAI) as a TfT. The first goal of the workshop is to put into focus which outcomes a TfT should help people achieve to effectively augment their cognition while avoiding its erosion. Secondly, we will explore how to achieve these outcomes through design and usage strategies. Third, the workshop will also address what a TfT needs for its successful adoption and integration into people’s flow, so that they can benefit from the tools’ potential in their own terms. By focussing on these three research goals, the workshop aims to further develop and advance the multidisciplinary TfT community interested in exploring research frameworks, theories, methods, and approaches to conceptualising, designing, and researching GenAI as a TfT.

In the attention economy, online platforms are incentivized to design products that maximize user engagement, even when such practices conflict with users’ best interests. We conducted a structured content analysis of all Very Large Online Platforms (VLOPs) to identify the designs these influential apps and sites use to capture attention and extend engagement. Specifically, we conducted this analysis posing as a teenager to identify the designs that young people are exposed to. We find that VLOPs use four strategies to extend teens’ use: pressuring, enticing, trapping, and lulling them into spending more time online. We report on a hierarchical taxonomy organizing the 63 designs that fall under these categories. Applying this taxonomy to all 17 VLOPs, we identify 583 instances of engagement-prolonging designs, with social media platforms using twice as many as other VLOPs. We present three vignettes illustrating how these designs reinforce one another in practice. We further contribute a graphical dataset of videos illustrating these features in the wild.

College students increasingly use AI chatbots to support academic reading, yet we lack granular understanding of how these interactions shape their reading experience and cognitive engagement. We conducted an eight-week longitudinal study with 15 undergraduates who used AI to support assigned readings in a course. We collected 838 prompts across 239 reading sessions and developed a coding schema categorizing prompts into four cognitive themes: Decoding, Comprehension, Reasoning, and Metacognition. Comprehension prompts dominated (59.6%), with Reasoning (29.8%), Metacognition (8.5%), and Decoding (2.1%) less frequent. Most sessions (72%) contained exactly three prompts, the required minimum of the reading assignment. Within sessions, students showed natural cognitive progression from comprehension toward reasoning, but this progression was truncated. Across eight weeks, students' engagement patterns remained stable, with substantial individual differences persisting throughout. Qualitative analysis revealed an intention-behavior gap: students recognized that effective prompting required effort but rarely applied this knowledge, with efficiency emerging as the primary driver. Students also strategically triaged their engagement based on interest and academic pressures, exhibiting a novel pattern of reading through AI rather than with it: using AI-generated summaries as primary material to filter which sections merited deeper attention. We discuss design implications for AI reading systems that scaffold sustained cognitive engagement.

Relationships are essential to our happiness and wellbeing, yet their dissolution-the final stage of a relationship's lifecycle-is among the most stressful events individuals can experience, often leading to profound and lasting impacts. With the breakup process increasingly facilitated by technology, such as computer-mediated communication, and the likely future influence of generative AI tools, we conducted a semi-structured interview study with 21 participants. We aim to understand: 1) the current role of technology in the breakup process, 2) the needs and support individuals seek during this time, and 3) how GenAI might address or undermine these needs. Our findings show that people have distinct needs at various stages of breakups. While currently technology plays an important role, it falls short in supporting users' unmet needs. Participants envision that GenAI could: 1) aid in prompting self-reflection, providing neutral second opinions, and assisting with planning leading up to a breakup; 2) serve as a communication mediator, supporting wording and tone to facilitate emotional expression during breakup conversations; and 3) support personal growth and offer companionship after a breakup. However, our findings also reveal participants' various concerns about involving GenAI in this process. Based on our results, we discuss the potential opportunities, harms, and design implications of GenAI tools in facilitating people's relationship dissolution.